Digital Literacy Competencies Research Articles

The Importance of Digital Literacy in Online Learning

Revolution and the COVID-19 pandemic have changed the learning process to be online based. Digital literacy competencies have a close relationship with the implementation of online learning, so it is necessary to conduct research to determine the level of digital literacy in online learning participants. One of the references for measuring the level of digital literacy is the Bawden Conception, which divides digital literacy competencies into four aspects, namely basic digital literacy skills, background information knowledge, key competencies in the field of ICT, and attitudes and perspectives of information users. This study will show a response to the level of digital literacy when measured using the Bawden Concept

Praksis Literasi Digital dalam Pembelajaran Bahasa Inggris Abad 21

This study aims to determine the praxis of digital literacy carried out in the English learning process at Citra Kasih High School based on the global digital literacy competency framework developed by UNESCO. The method used in this research is descriptive qualitative to describe the practice of digital literacy in learning English at Citra Kasih High School. The results showed that there were seven areas of digital literacy competence that were applied in the English learning process at Citra Kasih High School, namely: 1) hardware and software; 2) information and data literacy; 3) communication and collaboration; 4) digital content creation; 5) security; 6) problem solving; 7) career-related competencies. In conclusion, the indicators of digital literacy skills initiated by UNESCO for the digital community, in general, can be used in the English learning process in particular. The seven digital literacy competency areas applied in learning English at Citra Kasih High School are implemented in preliminary activities, core activities, and closing activities.
 Keywords: Global Framework, Digital Literacy, Practice, UNESCO

Emotional intelligence and conflictological competence in the conditions of digitalization

In modern society, under the influence of the widespread active introduction of innovative technologies (robotization, digitalization, etc.), ordinary employees of organizations are changing. In addition, life imposes new requirements on the heads of organizations. Managers not only solve the usual tasks, but also face the problem of the need to change the usual leadership style: psychological methods are replacing directive management methods. The emotional intelligence of the manager is especially appreciated, which means the ability to observe and be aware of their own experiences and emotions of other people, manage their own feelings and emotions of another, and build interaction on this basis. Another important quality of a manager that is in demand today is conflictological competence. Robotization and digitalization prevent some traditionally arising conflicts, but new conflicts related to the virtual nature of work also arise in organizations: the rigidity and unambiguity of verbal means of communication, provoking conflict; the conflict caused by the reduction of jobs in the organization; the digital divide, which consists in differences in digital literacy and digital competence of the younger and older generations of employees.

Pre-Service Teachers’ Perceptions of ICT and TPACK Competencies

Pre-Service Teachers’ Perceptions of ICT and TPACK Competencies

Legal aspects of the content of digital competence: a systematic review of literature

Problem setting. In March 2021, the Cabinet of Ministers of Ukraine approved the Concept for the Development of Digital Competences and approval of an action plan for its implementation, one of which is the development and approval of a description of digital competence (digital competence framework) and relevant digital competence frameworks for major professional groups. The Ministry of Education and Science reported on the development and implementation of the relevant digital competences framework, and on March, 30 published a document containing 4 dimensions, 6 areas, 30 competences and 6 levels of digital skills. Legal aspects are relevant in terms of adapting the laws to the challenges of the Digital Age. Therefore, the issue of the need to reflect legal aspects in the content of the digital competence framework is important and requires more detailed analysis. Analysis of recent researches and publications. Methods of systematic review of international research on the presentation of certain issues of referencing to digital literacy and digital competence were analyzed in the works of scientists such as A. Algers, S. S. Hashemi, M. Lundin, F. Pettersson, M. Spante. The aim of the study is to establish the frequency and quality of referencing to digital competence from a legal standpoint. The main body of the article. The presented study is based on a systematic search and analysis of the literature with the keyword “digital competence” using ERIC database. The search was conducted in June 2021 and included an analysis of the title, abstract, keywords, and main text to improve the efficiency of the process and the adequacy of the results. The systematic literature review included the following steps: identification, filtering, sorting, descriptive statistics, and meta-analysis. Using the search term “digital competence” we revealed 80 full-text peer-reviewed works. After excluding articles that did not contain the concept of digital competence legal aspects, 31 works were analyzed (39% of the initial number). In 49% of cases, scholars limited themselves to quoting certain legal aspects in the context of the formation of digital competence, in 51% of cases they performed analysis. Over the past five years, there has been a growing interest in general legal issues, general intellectual property issues, and specific intellectual property rights. At the same time, general legal issues (mostly legislation in the field of education) were approached in 54% of identified cases, general issues of intellectual property issues – in 8% of cases, specific intellectual property rights (mostly – copyright) – in 38% of cases. Only one work was dedicated to the development didactic improvements aimed at the legal aspects of the content of digital competence. Only one author thoroughly analyzes copyright in the context of the digital competence formation. Conclusions. The frequency and scale of referencing to digital competence from a legal standpoint in international educational research is low. This lack of research interest is reflected in the Digital Competence Framework for Citizens DigComp 2.1. To expand the analysis of interdisciplinarity and the reliability of the results, the prospect of further research is to study the level of development of the problem in related sciences and other databases.

DIGITAL LITERACY COMPETENCES IN IMPROVING THE PROBLEM-SOLVING SKILLS IN FACING THE INDUSTRIAL REVOLUTION 4.0

This study aims to determine student’s digital literacy competences in improving the problem-solving skills in facing the era of Industrial Revolution 4.0, which is conducted on students at several state and private universities in Bandung. This study is expected to contribute to determining student’s digital literacy competences. The methods used in this study are descriptive and verification methods, in which the data obtained will be turned into numbers, converted into percentages, and then described. The sampling technique used is purposive sampling technique, namely students at colleges and universities, both public and private in Bandung. In this study, the sample used is 300 students. The analytical tool used is regression analysis with the SPSS program. Based on the results of the study, it is found that the digital literacy competences of students in Bandung can be categorized as Good, and the problem-solving skills of students in Bandung can be categorized as Good. The results of regression analysis shown that t-count (10,902) > t-table (1,967). This means that the digital literacy competences have an effect on problem-solving skills, in which every change of 1 (one) unit in the digital literacy competences can increase the problem-solving skills by 720 units. Therefore, it can be concluded that the digital literacy competences significantly influence the problem-solving skills.

Peningkatan Literasi Digital Era New Normal: Studi Kasus Pembelajaran Daring Mahasiswa Akuntansi UPN Veteran Jawa Timur

Abstract The rapid development of ICT and the digital world has changed many things. Education in the new normal era must innovate to integrate ICT. This study aims to determine the digital literacy competence of Accounting students FEB UPN Veteran East Java; and Formulating strategies to improve digital literacy competencies for Accounting students of FEB UPN Veterans East Java. In addition to digital infrastructure, it is necessary to design learning models such as curriculum that is integrated with digital literacy (Stein and Graham, 2014). European Commission Digital Competency Framework 2.1 (Carretero, Vuorikari & Punie, 2018), covers five aspects, namely information/data literacy; communication/collaboration; digital content creation; security; and problem solving. This research method uses mixed methods (survey/interview). Quantitative and qualitative data analysis. The results showed that from the five aspects of digital literacy competence, Accounting students of FEB UPN Veteran Jatim were categorized both in the aspects of Information/data literacy and Communication/collaboration. Next is the aspect of creating digital content; Security; and Troubleshooting, need improvement. Strategies to improve digital literacy competence are to direct students to: think critically; using digital media; manage online identity; managing digital distractions; digital experience practice; and get out of your comfort zone.

ЦИФРОВІ ОСВІТНІ ТЕХНОЛОГІЇ ЯК ЗАСІБ АВТОНОМНОГО ІНДИВІДУАЛІЗОВАНОГО НАВЧАННЯ ІНОЗЕМНИХ МОВ В УНІВЕРСИТЕТАХ

The article is devoted to the topical and socially significant problem of personalized learning under the conditions of blended and online learning. The educational environment is changing and technology is becoming a part of the curriculum, and digital literacy competence is becoming a necessary skill of the 21st century. The article presents an analysis of innovations required by foreign language teaching at technical universities namely integration of digital educational technologies in accordance with the didactic principles of the SAMR model (substitution, augmentation, modification, redefinition). The model helps teachers assess the degree of integration of teaching and learning with digital educational resources. The SAMR model has a powerful didactic potential for improving the teaching process through digital technology. The model is also a useful reflective tool for educators to analyze the personal teaching experience with the involvement of technology and finding ways for further improvement. Based on the analysis of foreign scientific sources, the authors define the meaning of the "personalization" concept, offer forms, methods and tools to support the personalization of foreign language learning. Autonomous personalization of learning gives students the opportunity to choose the content and strategies of learning according to their own capabilities, interests and resources, which form the ability to learn throughout life and acquire the necessary skills to meet the changing demands of today's labor market. The article provides examples of practical application of digital resources: literacy training, web tools, digital information resources and cloud services to intensify the process of autonomous personalized learning with a promising transition to self-improvement of knowledge acquired at the university for successful professional self-realization. The research material presented in the article has theoretical and practical value and can be used in formal and nonformal learning. Key words: personalized learning, foreign languages, autonomous learning, educational technologies, self-monitoring, self-improvement.

Digital directions: Curricular goals relating to digital literacy and digital competences in the Gymnasium (stx) in Denmark.

Digital directions: Curricular goals relating to digital literacy and digital competences in the Gymnasium (stx) in Denmark.

Contextualized game-based intervention for digital literacy for the Pacific Islands.

In the digital age, advocating and improving digital literacy is a global challenge. There have been scales developed to measure individuals' digital literacy competencies; however, intervention programs have been only a few. This research paper articulates design details, validity, reliability and effectiveness of a new online modulated digital literacy intervention program (DLIP). For the development of DLIP, digital literacy is stipulated in this research as a universal framework that consists of six different literacies; media, information, technology, computer, visual, and communication literacy. An online module has been designed for each of these six literacies, and the concept of game-based learning has been used to engage the users and secure high user satisfaction. To test the reliability of the intervention, the Kuder- Richardson- 20 (KR-20) test was performed. The developed intervention was deemed to be reliable with the KR-20 value of 0.86. The construct validity was measured using the spearman’s correlation test and since the values for all the constructs were above 0.3, the DLIP was valid. The effectiveness of the DLIP was evaluated by calculating the effect size. The Cohen’s d test was used and the results show that the intervention was moderately effective. Although DLIP has been developed for the Pacific Islands it has global applicability.

Digital Literacy Competencies of Mechanical Engineering Vocational Education Teacher Candidates

The era of the Industrial revolution 4.0 collaborates on cyber technology and automation technology. Rapid changes due to the 4.0 industrial revolution, require anticipatory steps by the government through increasing the quality of education. Preparing a great generation who has competencies as capital to anticipate the 4.0 industrial revolution, the 21st-century learning education. One of the competencies expected for 21st-century learning is digital literacy skills. Therefore, this study aims to determine the ability of prospective teachers prepared by the Mechanical Engineering Vocational Study Program, Sarjanawiyata University. The population of prospective teachers is students who have implemented teaching practices in schools in the 2019/2020 school year. Quantitative research with descriptive method approach. Data analysis with the percentage of students who use and integrate Information and Communication Technology (ICT) in learning during practical field experience (PPL). The results obtained conclude that digital literacy skills need to be improved, because students in their learning rarely (50%) use and integrate ICT in learning. Because with digital literacy skills students can design learning that facilitates students to think critically, creatively, and innovatively.

Analysis of the impact of college students' digital literacy attitude on digital literacy competency

기술의 발전은 디지털 리터러시라는 새로운 리터러시를 등장시켰고, 이에 전 세계적으로 디지털 리터러시 역량 향상을 위한 교육적 방안을 수행 중에 있다. 그러나 대학생의 디지털 리터러시에 대한 관심은 상대적으로 부족하다. 이에 본 연구에서는 이들의 디지털 리터러시 수준에 미치는 디지털 리터러시 태도의 영향 정도를 분석하고자 하였다. 이에 대학생 269명을 대상으로 설문을 진행하였고, 그 결과는 다음과 같다. 첫째 현재 대학생의 디지털 리터러시 태도(3.77)는 수준(3.75)보다 평균값이 높았다. 둘째, 디지털 리터러시 태도와 수준 간의 상관은 r=.736으로 매우 높은 정적 상관관계가 나타났는데, 각 변인의 하위 변인들 중에서는 ‘효능감’과 ‘인터넷 활용 능력’의 상관계수가 r=.737로 가장 높게 나타났다. 셋째, 디지털 리터러시 태도는 그 수준에의 영향 정도가 73.6%로 나타나 디지털 리터러시 태도가 강력한 영향력을 확인하였다. 구체적으로 디지털 리터러시 태도 하위 변인 중 ‘효능감(β=.372) > 자기조절(β=.286) > 참여(β=.269)’의 순으로 디지털 리터러시 수준에 미치는 영향력이 강하게 나타났다. 이를 통해 대학생의 실질적인 디지털 리터러시 역량 향상을 위해 현재 대학에서 수행되는 기술 중심의 교육에서 더 나아가 대학생의 디지털 리터러시 태도와 관련된 교육이 수행되어야 함을 확인할 수 있었다.

Establishing reliability and validity of an instrument to measure digital literacy practices and perceptions in higher education

The purpose of this study was to develop a reliable and valid instrument to explore the perceptions and practices of university professors and instructors with regards to digital literacy practices in the field of education. The Exploratory Factor Analysis (EFA) revealed four factors with eigenvalues greater than one. The 20-item instrument explained 65.08 % of the variance in relationship patterns among items: 36.49 % — F1: “Digital literacies help me teach”, 11.02 % — F2: “I have digital literacy competency and resources”, 8.99 % — F3: “Digital literacies support student learning”, and 8.58 % — F4: “Students are competent with digital literacy”. The instrument was deemed as reliable in determining faculty perceptions and practices.

Analysis Study of Factors Affecting Students 'Digital Literacy Competency

This study aims to describe the factors that influence digital literacy competence and the dominant factors that influence it. The method used in this research is descriptive method with a quantitative approach. The research sample of students of the primary school teacher education study program Universitas Negeri Jakarta, amounting to 109 students. The instrument used was a questionnaire using a Likert scale. The results of the study show digital literacy competencies are influenced by several factors, including technical skills, critical understanding, and communicative abilities. Among these factors, the dominant factor affecting a person's digital literacy competence is a critical understanding factor. By having a critical understanding, they will have the ability to comprehensively analyze and evaluate media content. The results of this study can be a reference and input for all academics and education practitioners in identifying the digital literacy competencies of their students.

Digital Competencies Of Teachers In The Transformation Of The Educational Environment

The purpose of this study is to determine the main directions of development of digital competencies of teachers to ensure a quality educational process in the transformation of the educational environment. The relevance of this study is due to the need to determine the main directions of development of the education system for adaptation in the context of digitalization of society. It is established thatthe transformation of the educational environment requires an increase in digital literacy and digital improvement competencies of teachers in terms of digitalization of the educational process. The effectiveness of the educational process with the use of digital technologies is based on digital competencies, which are now universal and provide participants in the educational process with adaptive mechanisms to the digitalization of society. The product of this study is the optimization of the model of digital competencies of the teacher, which establishes a single structure of digital and professional competencies based on the general theory of activity: values - purpose (subject) - actions. The novelty of the study is determined by the fact that the paper uses the approach of identifying elements of digital competencies in the integrated application of pedagogical technologies. This approach allows us to identify levels of assessment of the conditions necessary for the construction of a digital educational process of vocational education and training. The authors show thatdigital technologies play a key role in the organization of the educational process, if you use them as a tool for collaboration, inclusion and involvement in the process of all participants, the personification of learning. Research has shown that the role of digital literacy for all participants in the learning process is growing significantly. Digital literacy, as a set of competencies, becomes the basis for the full participation in the knowledge society of the teacher personally and the involvement of their students, revealing their talents. The study was conducted on the example of Ukrainian educational institutions based on the results of the organization of the educational process during the quarantine period 2020. The assessment of the organization of the distance form of the educational process using digital tools and technologies in higher education institutions. The authors show thatlevel of skills and ability to use digital technologies in the organization of the educational process among research and teaching staff is quite mediocre, as less than half of respondents used such tools on a regular / regular basis. At the same time, a fairly high level of digital literacy of both teachers and students was revealed. According to the results, it is established that the problems of digitalization of the educational environment in Ukraine are systemic. Therefore, it is necessary to continue reforms of the education system, to implement specific measures to form a digital culture and philosophy of digitalization of the educational environment. Accordingly, the basis of such transformations is digital literacy and digital competencies of all participants.

A study on the digital literacy competence and the preference of online class types of Korean university students

A study on the digital literacy competence and the preference of online class types of Korean university students

Information literacy and digital competence of teachers in the age of digital transformation

The study discusses the specifics of digital literacy and digital competence of a big community of teachers in one of the regions of St. Petersburg. It contains the calculations of digital literacy indices and digital competency index of the teachers that were made using the range of diagnostic tools of NAFI research center. It was found that today teachers are most advanced in content and assessment, while digital resource technology and management is the least developed field of pedagogical activity where digital technologies are applied. Two levels of digital transformation are introduced in the teaching and learning process - replacement and improvement, to ensure that the zone of traditional teaching is operative. For teachers to be able to transfer successfully to the zone of pedagogical engineering, programs have to be developed to provide psychological and pedagogical support as they improve their ICT competence.

Academic libraries in COVID-19: a renewed mission for digital literacy

PurposeThe COVID-19 pandemic has placed online learning, blended or hybrid provision as the “new normal” in Higher Education. For most universities and their academic libraries, especially those with a less strong online presence, the pandemic has caused numerous challenges. However, it has also been a catalyst for change and resifting of priorities. For academic librarians involved in the delivery of information skills/literacy training, a renewed mission is emerging, addressing access and connectivity to resources, designing for online education and fostering the development of digital literacy of students.Design/methodology/approachThis is a conceptual paper based on the author's personal experiences and subjective opinion as a Library and Information Science educator with considerable expertise in online distance learning in the UK. Reflecting critically on the impact of the pandemic from an educational point of view and on key changes experienced, the paper centres on the argument that academic librarians could emerge as strategic partners in Higher Education, towards the direction of enhancing students' digital competences development.FindingsThe complete and involuntary shift to online learning due to COVID-19 restrictions has opened the door to multiple challenges in Higher Education, which are complex and ongoing: the implementation of remote tools and practices en masse in online teaching and learning in a way that ensures accessibility and equity for all, issues connecting to online pedagogy and how to prepare students with the information and digital literacy competences required for the new online learning “normal”. As academic libraries move forward, they have a renewed mission to help learners in the online space to become both information rich and digitally competent. There is an opportunity to act as the connecting link that will help to move a step forward a strategic vision that places design for equity at the centre of education.Originality/valueThe impact of COVID-19 within Higher Education and academic libraries more specifically, is a theme that has not been yet sufficiently discussed, researched or critically debated as the world is still currently going through the pandemic crisis. This paper aims to initiate some early thoughts and conversation, as well as put forward the author's personal critical positioning on the issues, challenges and potential opportunities, emerging in the current educational climate for academic librarians, and to highlight areas of importance for the design and direction of information and library science curricula.

Preparing university students in accordance with the requirements of digital economy

The modern learning process should form students' digital literacy, digital skills and digital competencies, which they will need to successfully carry out their professional activities in the context of widespread digitalization. Regardless of the direction in which students are trained, this process cannot be successfully implemented without the use of modern information technologies.The talent and knowledge of young professionals are in particular demand today in digital business, therefore, one of the priority tasks of higher educational institutions should be the task of preparing students capable of becoming leaders in digital business, actively using breakthrough technologies to solve professional problems. The article presents the experience of developing students' skills in working with digital technologies on the basis of specialized software and general-purpose software products.During the research, analytical research methods and a systematic approach were used.The scientific and practical significance of the research results are in the development of guidelines for training students in the field of digital technologies in order to form professional competencies of university graduates. According to the author, the formed digital competencies will allow young specialists to successfully implement innovative digital solutions in various sectors of the economy.The article can be useful for university teachers in Russia and neighboring countries (Belarus, Ukraine, Kazakhstan, Uzbekistan, Tajikistan and others) who teach students to use software products from Microsoft Office and 1C.

Pre-Service EFL Teachers’ Digital Literacy and Factors Affecting Digital Literacy Development

This study was intended to investigate pre-service EFL teachers’ digital literacy skills and factors affecting them in developing their digital literacy skills. Respondents participating in this research were the English Education Study Program students of a university in South Sumatra Province. They were in the fourth-year of study. Research data were collected through questionnaires. Research findings revealed that pre-service EFL teachers’ digital literacy was categorized above acceptable level. The main factors inhibiting them from developing digital literacy competence were a limited number of computers with online access on campus, no ICT training provided by the university for them, less practice of digital technology in teaching and learning activities, lack of budget to access the internet outside campus. Sustainable availability of digital resources at the campus, regular training of ICT on campus, and persistent integration of digital technologies in language learning seemed to be important develop their digital literacy skills.